WalMart Essay Example | Topics and Well Written Essays - 3250 words

WalMart - Essay Example The city council in Chicago has even passed an ordinance disallowing Wal-Mart from opening within city limits. This paper argues whether Wal-Mart is a destructive force or is good for the local economy. Wal-Mart has 3,400 stores in the US and is largest employer in US second only to the Federal Government. It is the largest grocer and plans to open 100 Supercenters in the next five years. It is sheer size, growth and profitability of Wal-Mart that it is in a position to define corporate trends. It is now in a position that it can dictate and perfect the nature of discount stores. Wal-Mart has the image of a friendly, all-American company employing happy workers and smiling greeters who are eager to help and grateful to work at Wal-Mart (Bianchi & Swinney, 2004). As a globalizing force, Wal-Mart exerts influence on the regional, local and national economy. It has restructured the American workforce and consumer behavior (Lavallee & Boyer, 2006). Its basic strategies revolutionized the global retain industry and led Wal-Mart to unprecedented heights. Wal-Mart never avoids critics. On the contrary they respond actively as they did when the city council of Los Angeles proposed to ban the store from the city. Wal-Mart revealed through a study of the economic impact that average savings per family per ear would be $500 if Wal-Mart opened a store in Los Angeles (Bianchi & Swinney). Apart from this, new jobs would be created which further boosts the local economy as spending power goes up. Wal-Mart counters its critics with two words – low price. Its low price policy helps millions to buy more from their meager pay checks. They can even indulge in minor luxuries. This makes the entire economy more efficient and productive. In the micro level this translates into low prices with better product. At the macro level it means economic growth, more jobs and higher tax revenues. Wal-Mart has helped to hold down inflation in US. A McKinsey & Co. study

Four Seasons Goes To Paris Case Study Tourism Essay

Four Seasons Goes To Paris Case Study Tourism Essay One of the worlds leading operators of luxury hotels, Four Seasons, renovated George V and operated it as Four Seasons Hotel George V Paris in 1999, which is its first property in France. George V was opened in 1928 and since that has been a landmark which is located in the Triangle dOr (golden triangle). In Four Seasons Goes to Paris case study shows how Four Seasons developed the diversity and adapted to French market, with the Four Seasons outstanding standards. The purpose of this report is to analyse how Four Seasons, a Canadian company adapted the big cultural difference, also to be able to apply and explain the management principles identified in the case study and the management strategies in todays reality. Furthermore, by understanding how the management adapt to become the French employer and what the company core values were implemented in Four Seasons team, in order to know how the management stand out in this process. Finally, comparing to Four Seasons years of management in Paris how does the current internal and external environment affect the managers to be more entrepreneurial. Cultural awareness, Adaptation and Management Changes Cultural awareness can be thought of as internalized attitudinally insights about those common understandings held by groups that dictate the predominant values, attitudes, beliefs and outlooks of the individual. (Adler, 1986:31) Four Seasons opened its first property in Paris and it was a huge challenge for the management to go into the local. According to the case study, French is characterized by cultural researchers as having Polychromic Culture, which means they consider the importance of human relationships and they prefer building lifetime relationships. On the contrary, Americans are much more easygoing to develop short-term relationships. French do different tasks at the same time usually, but their attention can be taken away very easily. Additionally, the management explained that there is simply an incredible pride in being French and the French have a very emotional way of doing things. They cannot keep the standards and do not respect the Golden rules as it is too American as well as changing plans often because their decisions sometimes are unpredictable and not based on any reasons. For the management has to adjust to the French regulations especially in labor policy regarding to the staff working hours and conditions. David Crowl, noted that each hotel is tailor made and adapted to its national environment. Four Seasons have learned across borders from different countries and properties, trying to incorporate the native elements inside the property. Richey, the president of Richey International, which was hired to audit service quality and he felt that Four Seasons adapted to the local market very successfully from a design perspective at the first place. Also they understand the national idiosyncrasies, business culture and labor laws in order to become a French employer. Besides, Four Seasons hired Didier Le Calvez to be the General Manager of George V. He had 25 years working experience outside France and he acquired patience and tolerance to prepare the hotel opening. Four Seasons had assigned a 35-person task force which composed of experienced Four Seasons staff to help Le Calvez and his teams, to be Four Seasonize as well as making sure that the opening will be succeed. It helps to establish norms, attitudes and beliefs by reflecting the operating needs and is a good way for communicating the right information to all staff. In addition, the management implemented the 35-hour workweek at George V in order to meet the spirit of French law. Besides, starting direct line meeting for General Manager with managers, supervisors and employees in groups of 30 once a month, in order to promote communication and address the problems. It is very important for staff to be aware of different national and organizational culture because management is a process of coordinating work activities with the management skills in order to complete the work efficiently and effectively with and through people. (Robbins and Decenzo, 2008) It enables to work well with other people both in a group and individually, as hospitality is a people industry and about interaction with people from different culture, language and beliefs, communication can be improved by developing and understanding the cultural awareness Besides, a successful management for today should be able to be flexible, create ethical work environments and exhibit entrepreneurial skills when facing the changes. As we are not all the same and everyone is unique, we have to recognize the similarities and differences of each individual us, in order to achieve the same goal for the company. Instilling the Core values into the team Core values are operating  philosophies or  principles  that guide an organizations internal conduct as well as its  relationship  with the external world. (businessdictionary.com, 2010)   It is important for stakeholders of the organization because it is a performance guide and clarification of what behaviour and attitude should be performed. According to Sharp, founder and CEO of Four Seasons, he mentioned that the reason for their success is no secret. It comes down to one single principle that transcends time and geography, religion and culture. Its the Golden Rule the simple idea that if you treat people well, the way you would like to be treated, they will do the same. (Fourseasons.com, 2010) Sharp emphasized that The Golden Rule is the key to the success of the firm. It is not only a positive belief that provides consistently exceptional service and just for you to the guests, but also is a monitor to the employees and helps to shape relationships between the guests and staff. Base on the Golden Rule, the management needs to stand out by directing the activities of other people in the company with the functions of management, which is a process have generally been condensed to the basic four: planning, organizing, leading and controlling (Robbins and Decenzo, 2008:7) Planning It is a process to establish an overall strategy for achieving the goal of organization and helps to remind the staff what is the most important. (Robbins and Decenzo, 2008). The management mentioned the Four Seasons is a family and completes with rules, traditions and tough love. In order to provide consistently exceptional just for you, the Golden Rule was established to guide the family. The behaviour of all staff over the world were expected to follow the seven Four Seasons Service Culture Standards (Refers to Appendix I), Departmental Sample Core Standards and Four Seasons Goals, Beliefs and Principles. (http://www.fourseasons.com/about_us/service_culture) They are the foundation of the organizational goals and it shapes the relationships between staff and guests, as well as enriches the service culture. Organizing Structure of the Organization The responsibility of the general manager is supervising the day-to-day operations of the property and the regional management structure of the company (Refers to Appendix II) is the most important of its ability to maintain and deliver the highest and most consistent service standards in a cost-effective manner. Hire the right person with right attitude Four Seasons is trying to look deep inside of the applicants in the selection process in terms of finding the potential employees with right attitude. Refer to Frederick Taylor, the father of scientific management believed that increased efficiency could be achieved by selecting the right people for the job and training them to do it precisely in the one best way. Hire the right person with right attitude and proper training, not only increasing the strength of the property, but also controlling relationship between input and output in order to minimize the resource costs. Leading When managers motivate employees, direct the activities of others, select the most effective communication channel, or resolve conflicts among members, they are leading. (Robbins and Decenzo, 2008:8) Le Calvez, carried out some programs for motivation such as the invitation to the employees and their families for an open event about three times a year, in order to break down the barriers and remind them the pleasantness of working. Furthermore, achievement was celebrated by launching employee-of-the-month and employee-of-the-year programs to let the staff understand the recognition and the work speaks for them. Controlling The basic controlling process is the responsibility for monitoring, comparing and correcting. (Robbins and Decenzo, 2008) The management of Four Seasons hired both external and internal auditors to audit and evaluate the service quality. It is very essential because the standards of Four Seasons are the foundation for all our properties and it is based on which we build according to a senior manager noted. Therefore, the top management team gathers every morning for reflection and reviews in order to go over the mistakes, which have been done unprofessional and comparing to the companys goal and service standards, then identify and address the problem for improvement. How does Current Internal and External Environment affect managers to become more entrepreneurial Compared to the year of Four Seasons management, it is very important for the current managers to be more innovative and creative, as well as flexible in order to become entrepreneurial to both change and adapt the changes. Current Internal Environment Analysis Management Change Le Calvez worked with Four Seasons for 18 years and 8 years General Manager and Vice President in George V, he joined Shangri-La in 2007. He was credited for the renovation and his leadership while facing the adaptation and challenges. In my opinion, it effected the work motivation of the managers but they should be able to adapt the changes all the time. The hotels culture is embodied in the General Manager, An F.S. George V manager noted and it is a opportunity to establish innovative ideas and new promotional strategy in order to create a new hotels culture. Ownership Four Seasons agreed to be taken private in 2007 and was sold to the companys chief executive officer Sharp, as well as investment companies, one is Microsoft founder and Chairman, Bill Gates and the other by the owner of Fairmont Hotels Resorts, Saudi Prince Alwaleed bin Talal, the prince owned around 20% of Four Seasons already. (Usatoday.com, 2007) Gates and Prince Alwaleed invested on Four Seasons and there are opportunities to expand the Four Seasons and increase market share in other countries, where is the needs of luxury hotels and resorts. In this case the managers should work ambitious and pre-active to do market research in order to get the chance of promotions and working in another country. Current External Environment Analysis Political There are more upcoming infrastructure including convention centres, highway, mobile portal and urban planning. Furthermore, Paris is strongly promoted as a sustainable tourism destination as long as global warming becomes serious. It is also the new trend to being green in these few years, hence it provides the opportunity to explore Paris in eco-friendly way and helps to create an image of Paris is a green capital (parisinfo.com, 2010) As the French government promotes Paris as a green destination and it is part of the trend of tourism, the managers can create eco-friendly offerings and policies in order to enrich the reputation of Four Season through this opportunity. Economical Even with a tax rate of 43% in 2008, France is the fifth most attractive place to start a business. (industryweek.com, 2010) Therefore, the goods price in France is very stable as inflation rate is about 0.9 2% in these 5 years. The GDP contracted 2.1% in 2009 due to the financial crisis and there was world tourism collapse because of the Iceland volcano eruption in first quarter of 2010. Hence, there is a big lost since tourism is the largest income in Paris. Paris is the capital and gathers with most of the culture and technology of France, the manager can through this opportunity to more establish innovative conference package and facilities as well as eco-friendly meeting offer to fulfil the new demands. On the other hand, the managers can learn how and what to do during the financial crisis especially know what strategy to do when the hotel was in low occupancy rate and how to reduce the extra costs and arrange the work schedule properly in order to survive in bad financial situation. Socio Cultural Paris is well-known as a floury city but full of artistic and cultural atmosphere. There are 25,000 artists living and working in Paris because of its historic and romantic atmosphere. (Hurriyetdailynews.com, 2010) The managers will increase the cooperation with company which provides luxury city tour service as well as the training of the concierge service since the tourists come to Paris mostly for culture and sightseeing in order to create more revenue base on the advantage of the location and outstanding service. Technological France Telecom Group Orange Business Services and Disneyland Paris have built the wireless bar code of mobile messaging services for the visitors. (Technow.com, 2009) In meanwhile, the government is planning to increase building mobile portal. (Proximamobile.fr, 2009) It is very innovative and convenient and the visitors can access to the useful travel information. The managers can cooperate with the telecom companies about implement the new hotel wireless system in order to attract new target markets and turn it into the new unique selling point. Then the guests will be able to find the information of the property as well as the tourist information through this innovative service. Conclusion To conclude, Four Seasons  has grown effectively over half a century with the exceptional and unparalleled service. The success of Four Season all bases on a simple idea Golden Rules If you treat people well, the way you would like to be treated, they will do the same. Likewise, Four Season George V has been renovated successfully through by understanding the cultural awareness and adapting to the local market with universal standards. The successful management is not only required the qualifications but also be able to take accountability for decisions and policies, with the positive attitude, exhibit entrepreneurial skills and flexibility to create ethical work environments. Besides, the internal and external environment factors need to be recognized and overcome by the management skills. Hence, the spirit of the Four Seasons consistent personalize service will be highlighted perfectly. Appendix Appendix I The Seven Four Seasons Service Culture Standards (Sources: Four Seasons Goes to Paris Case Study) SMILE Employees will actively greet guests, SMILE, and speak clearly in a friendly manner. EYE Employees will make EYE contact, even in passing, with an acknowledgment. RECOGNITION All staff will create a sense of RECOGNITION by using the guests name, when known, in a natural and discreet manner. VOICE Staff will speak to guests in an attentive, natural, and courteous manner, avoiding pretension, and in a clear VOICE. INFORMED All guest contact staff will be well INFORMED about their hotel and their product, will take ownership of simple requests, and will not refer guests elsewhere. CLEAN Staff will always appear CLEAN, crisp, well groomed, and well fitted. EVERYONE EVERYONE, everywhere, all the time, show their care for our guests. Appendix II Four Seasons Reporting Structure (sources: Four Seasons Goes to Paris Case Study) Regional Vice Presidents Hotel General Managers Regional Marketing Director Area Director of Finance Regional Human Resource Director Supporting

Down Syndrome Essays -- essays research papers

Sometimes when meiosis ( the division of reproductive cells ) occurs, chromosomes may be lost, left behind, or too many may be passed on, resulting in the birth of a child with a genetic or congenital defect or disease. One of the most common of these genetic disorders is Down syndrome. This disorder takes its name from Dr. Langdon Down, who was the first to describe it formally, in 1866. Down syndrome is a condition marked by abnormal physical and mental development that is caused by a genetic defect. This genetic defect is caused by an extra chromosome. People born with Down syndrome have 47 chromosomes compared to the normal amount of 46, 23 chromosomes inherited from each parent. This extra chromosome originates more often in the mother's egg than the father's sperm. Chromosomes are individual, large DNA molecules in a cell nucleus. They contain the genes along with structures that hold the DNA and aid it in expressing heredity by orchestrating cellular operations. Down syndrome is one of the most common chromosomal abnormalities, occurring in about 1 out of 800 births. However, the frequency of the disorder varies greatly according to the age of the mother. For women in their twenties the rate is 1 in 2,000 but it rises steeply to 1 in 100 by the time a woman reaches 40. Down syndrome is usually recognized soon after birth because of characteristic facial features such as a flattened nose, upward slanting of the eyes, a large tongue that often protrudes from a smal... Down Syndrome Essays -- essays research papers Sometimes when meiosis ( the division of reproductive cells ) occurs, chromosomes may be lost, left behind, or too many may be passed on, resulting in the birth of a child with a genetic or congenital defect or disease. One of the most common of these genetic disorders is Down syndrome. This disorder takes its name from Dr. Langdon Down, who was the first to describe it formally, in 1866. Down syndrome is a condition marked by abnormal physical and mental development that is caused by a genetic defect. This genetic defect is caused by an extra chromosome. People born with Down syndrome have 47 chromosomes compared to the normal amount of 46, 23 chromosomes inherited from each parent. This extra chromosome originates more often in the mother's egg than the father's sperm. Chromosomes are individual, large DNA molecules in a cell nucleus. They contain the genes along with structures that hold the DNA and aid it in expressing heredity by orchestrating cellular operations. Down syndrome is one of the most common chromosomal abnormalities, occurring in about 1 out of 800 births. However, the frequency of the disorder varies greatly according to the age of the mother. For women in their twenties the rate is 1 in 2,000 but it rises steeply to 1 in 100 by the time a woman reaches 40. Down syndrome is usually recognized soon after birth because of characteristic facial features such as a flattened nose, upward slanting of the eyes, a large tongue that often protrudes from a smal...

James Spencer Essay

Introduction The conditions for the poor were terrible at the time when Charles dickens wrote the novel a Christmas carol to express his concern about the conditions for these people. At first Charles was going to show his concern by writing a serious pamphlet explaining the conditions people were living in but after much thought he decided a book would be better because he was a famous author. Charles believed this would help by alerting people of the lives the people were living so they would donate to charity at Christmas a time of giving. Paragraph 1 In stave one of the book we are introduced to Scrooge and Jacob Marley. In the first stave scrooge is described as and evil man and also you can tell this from the things he says â€Å"Every idiot who goes around with â€Å"Merry Christmas† on his lips should be boiled with his own pudding and buried with a stake of holy through his heart. † He replied to his nephew after he invited him to Christmas dinner this shows he dose not like Christmas and also he is very rude and is not afraid of sharing his point of view with others. Scrooge is rude to all the people who try to be nice to him in this first chapter from the men who asked for a donation for charity to his employee who asked for Christmas day off to whom he only just excepted say he needs to be in the earlier the next day. When scrooge goes home he sees the ghost of his ex-partner Jacob Marley who tells him he will have to mend his ways or he may end up with a similar fate. Paragraph 2 In stave two Scrooge is visited by the first of the three ghosts of Christmas the ghost of Christmas past. This chapter gives us a lot of important information on scrooge such as his time at school his work for Mr. Feziwig and his relationship that ended when he became obsessed with money â€Å"I have seen you nobler aspirations fall off one by one until the master-passion, gain, engrosses you†. Scrooge’s fianci e told him when she didn’t want to see him anymore because he had changed at the begging of this chapter he is show as a hard working boy in school that didn’t really have any friends but had a grate love for his sister. The chapter also tells us about the time he worked for Mr. Feziwig and how he used to have a good time and how he was bad employer because he didn’t treat his staff to a good time. Paragraph 3 In stave three Scrooge meets the second of the ghosts the ghost of Christmas present who shows him what over peoples Christmas are like this shows the appalling conditions the Cratchits lived in and how his nephew disrespects him and what he says about him â€Å"his offences carry their own punishment, and I have nothing to say against his†. Fred said after he called a toast to his uncle later on at the meal they all insult scrooge. In this chapter we learn of the great poverty of the Cratchits were they have to share glasses and of tiny Tim’s illness and how he will die if scrooge doesn’t help him. Paragraph 4 In stave for scrooge meets the last of the ghosts the ghost of Christmas future. In this chapter of the book scrooge finds out he has died and he realizes that no one liked him and that his money was not any use to him when he was dead â€Å"he frightened everyone away from him when he was alive to profit us when he was dead! Ha, ha ha! † The pawn broker say’s as we realizes all of scrooges possessions have been sold when they can no longer be any use to him as he is dead. In this chapter he realizes that being a bad person isn’t any good to him and that’s its better to be remembered as a good person than a bad one because that’s all you have when you die. Scrooge has now changed and wants to be a better person and we see what he dose in the last chapter Paragraph 5. In the last chapter in the book scrooge seems to be happier person he dose this by trying to be nice to other people and by doing good deeds he also apologizes to bob and says â€Å"a merrier Christmas, bob, my good fellow, than I have given for many a year! I’ll raise your salary; endeavor to assist your struggling family. † Scrooge said to bob on Christmas day he also gives the Cratchit’s a turkey anonymously and goes to dinner with his nephew and family this shows that scrooge has changed a lot and also want to be a better person. Conclusion I believe that by the end of the story scrooge is a better person and the only reason he became a bad person was because of his own ignorance to what was going on around him. Charles Dickens is try to tell his rich audience of readers that money isn’t every thing and you can have a good time without it but if you do have it you should be generous and try to help over people have a good time and by doing that you will have a good time your self.

Educational Theory: Essentialism and Perennialism Essay

Abstract Keywords phies. Applications of Essentialism and Perennialism that include roles and impacts on certain groups including students, teachers, and administrators are outlined. A conclusion is offered that analyzes current philosophical viewpoints and a solution is offered to teachers that frames present philosophical thought to inform and support teachers in creating a successful classroom environment aimed at promoting achievement for all students. Philosophical Overviews Essentialism Perennialism Philosophical Overviews Central to all academic disciplines and the formation of ideas are the philosophies that guide our values and beliefs regarding a given academic discipline. Public education in the United States is guided by five main philosophical viewpoints. These philosophical viewpoints include: †¢ Essentialism, †¢ Progressivism, †¢ Perennialism, †¢ Existentialism, and †¢ Behaviorism. The guiding philosophies of education reflect not only the internal assumptions of the individual teacher, but they also construct the culture of schools and school districts. Clashes occur when guiding philosophies conflict. Philosophies are also tied to an individual’s or organization’s underlying values, which values are difficult to change, unless an internal transformation occurs within an individual or an organization. Another influence of change in a given school occurs when a new administrator brings their own philosophy to the educational environment that is different than previously held beliefs. However, the overarching determinants for philosophies that drive the public education system are derived from the university or college education program. Any real or substantive transformation in public education environments typically occurs, because of changes in higher education philosophies. These philosophies are derived from the original philosophers who wrote about the philosophy and reflect a much earlier time and societal construct. In response to changing societal views Applications Students Teachers Administrators Issues Barriers to Essentialism in America’s Classrooms Barriers to Perennialism in America’s Classrooms Conclusion Terms & Concepts Bibliography Suggested Reading Abstract An overview of Essentialism and Perennialism, their philosophical definitions, historical underpinnings, and their role and impacts on student learning in public school education environments is presented. Also presented is a brief overview of potential applications of Essentialism and Perennialism and their relationship to specific subjects, which are â€Å"basic subjects.† Further analyzed are ways public education has been impacted by different philoso- Keywords Education Educational Foundations Essentialism Life-long Learning Perennialism and internal value systems governing philosophies that inspire the teacher’s relationship with the student, philosophies for many educators and institutions have changed from teacher-centered to more student-centered beliefs. Essentialism and Perennialism are two philosophical viewpoints contributing to education foundations and these are examined in this paper. Essentialism William Bagley was considered the founding philosopher of the Essentialist movement. Bagley’s philosophy of education argued that students should learn â€Å"something† in addition to the process of thinking. The philosophy also asserted that other philosophies over-emphasized the process of learning instead of content knowledge in the curriculum (Null, 2003). The movement â€Å"essentially† began with Bagley’s deeply held value that education should teach knowledge from the past, because if students were separated from past knowledge the future of democracy would be endangered. Bagley and other Essentialists believed that education should be rich in basic curriculum content and the need for stricter discipline in the educational environment. The Essentialist philosophy became popular when the American society had been challenged by the Great Depression. Bagley argued that the duty of education should be teach to democracy and these teachings should offset the overemphasis on growth and individualism (Bagley, 1934, 123 – 126). In fact, in his writings, Bagley was resolute in reminding educational professionals that a healthy democracy was dependant on strong curriculum content. In his first book, The Educative Process, Bagley wrote, The charge of â€Å"loose† schoolcraft and a demand for a return to the older and harsher educative methods frequently recur in contemporary educational literature. Under the present regime, it is asserted, drill and discipline have become obsolete terms, effort is at a discount, and the net result is a loss of stamina and a weakening of the moral fiber. The harsher methods, it is maintained, have been justly eliminated†¦.Both parties to this controversy appear to have neglected some very important data that have been accumulated during the past ten years by the now unpopular and much-abused cult of â€Å"Child Study,† and this neglect is the more unfortunate because the light that child study throws upon the main questions at issue renders these heated and speculative discussions quite superfluous (Bagley, 1905, 184 – 185). Sadker and Sadker (1994) reported that present day American Essentialism accepts the social, political, and economic structure of American society and culture and is a fairly conservative philosophy. Essentialists believe that the role of educators is to instill traditional American values like the â€Å"respect for authority, perseverance, fidelity to duty, consideration for others, and practicality† (p. 369). In the classroom, the educator’s role may be impacted by these beliefs in two ways. First, in a classroom constructed by this philosophy, parents would potentially see traditional disciplines like math, science, history, foreign language, and literature being taught. Second, the teacher’s role in the Essentialist classroom would be to serve as a model for the students in intellectual and moral capacities. Based on these conclusions, the Essentialist educator’s goal is that all students will possess basic skills, an extensive body of knowledge, and disciplined pragmatic minds ready to meaningfully contribute to a democratic society in America. The overarching theme of American Essentialist teaching is to center on learning and applying basic skills in the real world. Parents most likely will not see very much teacher creativity or student choice in the Essentialist classroom, because teaching is based on an information delivery model that students receive and apply. Also, parents would probably not see a proclivity toward differentiation for the diverse learner. In some Essentialist classrooms, educators have blended Perennialism into the framework of their instruction. Perennialism Perennialism is based on the philosophies of Plato, Aristotle, and St. Thomas Aquinas. According to Rohmann (1999), Aquina’s primary goal was to reconcile faith and reason or philosophy and revelation (p. 23). There are also two types of Perennialists: those who maintain a religious approach to education like Aquinas, and those who follow a more secular view developed in the twentieth century by two well-known educational philosophers, Robert Hutchins and Mortimer Adler. According to William F. Buckley, Jr. (2001), Mortimer Adler read Plato’s works while working as a secretary to the editor of the New York Sun, and resolved to become a philosopher. Later, Adler partnered with Robert Hutchins, then president of the University of Chicago. Together these two philosophers advocated for a new of thinking and embarked on a philosophical journey that ultimately changed the shape of public education (p. 54). Their philosophies extended a new way of thinking known as Perennialism. Specifically, Hutchins and Adler promoted the Secular Perennialist view. Secular Perennialists advocate education as a means of constructing a common foundation of historical thought and reason directed at transforming the student’s paradigm or way of thinking. Secular Perennialist thinkers believe that in order to ensure societal survival, all citizens must be exposed to and taught ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. According to Hutchins, these beliefs do not come from text books. He stated: The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the â€Å"uneducated† and the â€Å"educated† is so slight (Hutchins, 1954). To support this premise, Mortimer Adler wrote: The two major obstacles to reform have been mentioned elsewhere. One is the persistent failure of educators to recognize that a proportionate equality of results can be achieved when children who differ markedly in the degree of their educability are given the same quality or kind of schooling. The other is the persistent refusal of the educational establishment to replace the scheme of grading that puts a student in his or her niche on the bell-shaped curve by an assessment of the student’s achievement wholly in terms of that student’s capacity without reference to any other individual’s achievement (Adler, n.d.). Essentially, Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge. A classroom constructed from this format typically espouses a traditional philosophy where a teacher answers questions and inquires from the students in order for them to gain an understanding. This format allows students to gain the ability to develop a full â€Å"range of rational powers.† While students learn the â€Å"profound and enduring† ideas present throughout time, there is little emphasis on those who learn discipline by using textbooks (Shaw, 2006). Philosophically, Perennialism seems to espouse personal development and internal transformation rather than focusing on specific disciplines. The crux of Perennialism seems to initiate multiple ways of thinking about given curriculum, rather than a â€Å"one-size fits all approach† and dedication to one set of ideas taught through one specific curriculum. The Perennialist might freely enact debate and see the act of thoughtful debate as an advantage in response to reading a given text, because the debate itself would allow students the opportunity to think about specific texts and form their own processes of thoughts and conclusions. Within this framework, it can be theorized that the Perennialist classroom would encompass the drive for reflective thought based on inquiry. It can be argued that the overarching goal of the Perennialist classroom is to promote opportunities for students to interpret, question, and think, in order to prosper keen insights and renewed thinking about old ideas. A parent, sending their child to the Perennialist classroom would inevitably see an orderly teaching environment adhering to specific rules and common forms of basic curriculum driven by thoughtful debate, inquiry, and teacher driven student introspection. Based on the evidence supporting Perennialism as a traditional philosophical model, a parent most likely would not see differentiated thinking strategies employed for the non-traditional thinker. After reviewing literature that described these philosophies, and seeking to understand the established philosophies regarding educational foundations in public schools in the United States, it is easily arguable that both of these philosophies of Essentialism and Perennialism can be readily discerned in classrooms across Amer-ica. It can can also be elaborated that most higher education teacher training courses have been founded on the premise of inquiry and thought, underscored by established, district approved or state mandated curricula, which are also supported by Essentialism and Perennialism. However, after reviewing the literature and contemplating deeply, multiple conclusions can be drawn and applications suggested for students, teachers, and administrators. Applications Students It can be theorized that educational philosophies drive the classroom environment of all classrooms in all educational environments. These educational philosophies are largely driven by specific values that individual teachers hold, which are derived from the teacher’s internal assumptions. The teacher’s internal assumptions drive attitudes governing student-teacher relationships, student discipline, and student learning. These internal assumptions and value systems are the clay that shapes that classroom environment and all of the attitudes held within. For students, they may never understand why conflict exists within the classroom environment between themselves and a teacher, in the case of a student with diverse needs or non-traditional thinking patterns. In addition to experiencing conflict within a classroom environment, students may be struggling with a myriad of family issues, learning issues, and internal conflict. The classroom and the teacher-student relationship may be the primary source for the student to learn and relate. In the face of this conflict, students may not be able to clearly articulate their conflict. Quite simply, some types of philosophies invite fewer kinds of interactions and student-teacher relationships. Students may not understand how or why their classroom has been formed in accordance with specific philosophical underpinnings. An argument could be made that students would benefit from a deeper understanding regarding why the classroom environment has been constructed in a given framework. Teachers should consider sharing their philosophical viewpoints with students in order to allow students the opportunity to reflect on specific attributes of the classroom environment, teacher attitudes, and student expectations. This kind of communication could occur regardless of the philosophies that teachers hold regarding other types of classroom contructs. For teachers struggling with one type of philosophical construct in terms of motivating students or building positive relationships with parents, communicating their philosophical viewpoint could be helpful for alleviating tension and conflict to allow students a window of insight into why the classroom has been designed in accordance with specific guidelines. Teachers In most teacher education formation courses, students formulate a philosophy statement of how their classroom will be designed. Many times, student teachers will be able to test their philosophy during the student teaching experience. However, most students are only given a limited overview of specific philosophies that might shape their philosophical view. Typically, specific philosophies like Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism taught in undergra duate programs are taught in an introductory foundations course or in conjunction with educational psychology classes. The philosophies taught in university classes are typically guided by the philosophy of the given philosophical platform adopted by the university education department. Based on these assumptions, teachers need to understand that the initial philosophies that guide their educational platform most likely will evolve and transform as the educator matures and new ways of thinking are constructed. It is possible that a teacher’s philosophies will grow or completely transform as the teacher recognizes the specific needs in the classroom environment and decide to meet all of the needs in the classroom. Teachers originally dedicated to one philosophy may later find themselves adopting a multi-philosophical approach that will govern their classroom approaches. Understanding the philosophies of the teaching discipline is useful for multiple reasons. First, it is helpful to know that philosophy springs from our ideas as humans. These are the â€Å"intangibles that fuel our thoughts, theories, philosophies, beliefs, ideologies,† and an overview of the the thinkers who articulated them. It can be argued that ideas â€Å"are the foundations of our culture. They inspire our thoughts and inform our beliefs. Many of them form the very basis of our identity† (Rohmann, 1999, p. ix). These intangibles are central to how we view ourselves and those in relationship with us. Most likely, these relationships will impact attitudes toward students and colleagues. Teachers need to critically understand that many of the conflicts that arise in schools and between school personnel are tied to the philosophies we hold that result in a clash of ideas. When one teacher holds a dramatically different view of their role than another teacher, conflict may occur. One of the central conflicts currently present in education exists between the external culture of the federal government mandating specific demands that edu cators must meet. Teachers often hold a very different view regarding mandated testing or standards established by No Child Left Behind. Teachers often view these mandates as inhibitors for creating a research based, thought provoking classroom resulting a student-centered, â€Å"learningful† educational environment. Solutions to these dilemmas are not readily obtainable, but the beginning of understanding arises from knowing ourselves and our individual philosophies regarding education and our role as teachers. Administrators Administrators are central to preparing the educational environment for teachers and students. Philosophical constructs are the building blocks for this preparation. Even in graduate programs preparing administrators for leadership, these formative philosophies are not readily taught. Only when administrators seek understanding or prepare a thesis or increase their educational preparation to better understand philosophical viewpoints can they begin to learn the culture of the school over which they preside. These philosophies govern all interactions within a school and determine attitudes of all adults within the educational set- ting. The nature of conflict is derived when philosophies clash. For new administrators entering a school setting in which conflict is prevalent, it would be helpful to understand the philosophical underpinnings that guide the cultural construct. Only after these philosophical underpinnings can be analyzed will a new philosophical platform emerge to guide the leadership of the school. For administrators, philosophical constructs influence district policies and district relationships. Occasionally, conflict arises when philosophical viewpoints are opposed. In addition to the administrator’s role in overseeing the school staff, administrators must also balance their role in a larger context. Before entering into administration, professionals should apply for positions in districts with matching philosophies. Issues Both the Essentialist and Perennialist philosophies appear to be much more teacher centered than student centered. These philosophies also reflect a much earlier time in American history when cultural mandates significantly influenced established philosophies of specific eras and generations. For other various reasons, barriers exist that preclude full integration of either model. Barriers to Essentialism in America’s Classrooms Based on the background of Essentialism and its underpinnings, the philosophy adopts a highly conservative construct, which potentially clashes with the political philosophies of today’s educational setting. The central concept of Essentialism seems to be a â€Å"back to basics† approach to traditional educational concepts. The academics of the philosophy are mainly driven by the notion that American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. It can be argued that Essentialists believe the role of education is to instill traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. In this type of classroom, it can be asserted that â€Å"a system of diversity† would be difficult to achieve, and individuals with special education needs would experience difficulty in having their needs met. Based on the need for today’s classrooms to meet the needs of a variety of students, these are significant barriers that are not easily overcome despite the notion that Essentialism formed the foundation of the American education system and its response to preparing workers to work in factories and farms. These ideals were highly representative of early American culture and an early societal and cultural construct. However, many of these traditional American values have shifted in their composition to include more diversity in thinking, cultural construct, and societal composition. Barriers to Perennialism in America’s Classrooms Neither Essentialism nor Perennialism allows the students’ interests or experiences to substantially dictate what is taught. While the Essentialist philosophy focuses heavily on curriculum basics, Perennialism focuses more on forming critical, analytical thinkers. Well known Perennialist philosophers urged schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. However, the methodologies utilized by Perennialist thinkers to teach students to think critically are based on Socratic methodologies that most students in today’s culture could potentially view as outdated, despite the fact that many of today’s classrooms are based on the cultural norms that Essentialism and Perennialism have integrated in educational norms. In overcoming barriers to implementing Perennialist philosophical constructs, teachers should consider ways of inviting differentiated thinking processes for all students. Conclusion Essentialism and Perennialism are both heavily utilized in America’s classrooms along with an eclectic combination of the other educational philosophies. Philosophies that construct classrooms shape ways of teaching and set the backdrop for how and what students learn. In all educational environments, all of the main philosophies provide a framework for establishing classroom practices. One of the main issues in integrating philosophies is that the multiple differences in classrooms scatter the way in which students receive information and could potentially hinder how and what students learn from classroom to classroom. In order to create the most relevant learning experience for students, teachers should investigate the relevant educational philosophies, learn the specific philosophies that influence educational strategies integrated in specific learning environments, identify the philosophical constructs that seem to identify their specific ways of thinking and then utilize a philosophy that is well founded and arguable based on researched evidence of how students learn best. Essentially and perennially, the job of educators is to work for students. Best practice would suggest that the most informed philosophical background designed for each classroom dynamic would theoretically produce the best educational setting for the group of students served. Flexibility and research based practices typically inform best classroom results. Perennialism: Perennialism can be described as an educational philosophy aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. Bibliography Adler, M. J. (n.d.). â€Å"Reforming education—No quick fix,† Retrieved January 1, 2008 from Center for Applied Philosophy: The Radical Academy, http://www.radicalacademy.com Bagley, W. C. (1905). The educative process. New York: Macmillan. Buckley, Jr., W. F. (2001). Mortimer Adler is dead. National Review, 53(15), 54. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier. http:// search.ebscohost.com/login.aspx?direct=true&db=aph&A N=4891604&site=ehost-live Hutchins, R. M. (1954). Great books: The foundation of a liberal education, NY: Simon & Schuster. Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier http://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas: A dictionary of important theories, concepts , beliefs, and thinkers. New York: Random House Books. Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill. Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/ f95syll/philos/phprogr.html